Online Teaching for Class 1836 (Composition) on May 26, 2020

Date: May 26th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 58 slides

Numbers of Students: 28

25 students participated for whole 90 minutes.

3 students were recorded for their short attendances: two students were with me for 85 minutes, and one students left the shortest record of 1 minute.

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 28.

– 5 Quiz were given to the students during the class. Answers to the 5-quiz were sent to me right after the class. Quiz to be posted on BBS was not given today. 27 students sent the answers to me.

Teaching:

1. Review for the 5-q quiz of the last class.

Use of “-made” that indicates the end of continuity of something.

2. Writing a paper about the sightseeing of a particular prefecture of Japan.

A caution was given to the students. They shall not make an unauthorized reproduction of photograph when writing a paper.

3. Some tips for writing a composition using the textbook.

Intransitive verbs “mieru” and “kikoeru”.

Homework:

Style corrections on their draft and proofreading themselves.

Issues and Problems:

This class starts at 4:30 p.m. in J.S.T. every Tuesday. I started preparing for the class in the morning and tried making enough PPT slide without having a break until 4:30 p.m. I didn’t think of what to teach to the students until the last minutes. As a result, my 58 PPT slides were neither short nor too many. So I could somehow teach 90 minutes composition class with hodge-podge topics. However, this time was surely an embarrassing and regretful experience to me because of my ill-preparedness, not having a good idea for what to teach.

Online Teaching for Class 1837 (Composition) on May 22, 2020

Date: May 22th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 57 slides

Numbers of Students: 25 out of 28

90 minutes attendance: 16 students

Shorter attendances: 86, 86, 85, 84, 76, 57, 44, 37 and almost 0 minutes.

completely absent: 3 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 25. One student sent the message of his?her attendance, but the system recorded that student as “Completely Absent”. One student came late.

BBS was not used for quiz in this class as class 1836 on Tuesday. A student wrote 5 answers on his/her note or memo whatever, and then he/she was asked to send five answers right after the class.

Teaching:

Teachings were almost identical to the class for 1836 on Tuesday.

1. Review for the 5-q quiz of the last class.

2. Writing a paper about the sightseeing of a particular prefecture of Japan.

3. Some tips for writing a composition using the textbook.

– Differences between particles “-wa” and “-ga”.

– A sentence that could avoid being “Wa-ga construction” for a Na-adjective “Yuumei-na” by particle “-de”.

– Intransitive verbs for perception ;”mieru” and “kikoeru”

Homework:

As mentioned in teaching #2, some tasks for writing a paper were assigned as homework.

– Enhancement for the document style.

– Shading your prefecture on the map of Japan.

– Making a table to introduce your prefecture with basic information

– Pasting these figure and map on the draft.

– Start writing the chapters for the introduction of the prefecture and its tourism.

Issues and Problems:

Perhaps it could be questionable as to what I am doing now. The question is whether or not it would be appropriate to teach how to make document style for a research paper in a composition class. There are two reasons why I do this. One is that I was actually criticized by another teacher for what I have done for composition class in the first semester. In order to avoid duplication or “encroachment on other teacher’s territory”, I chose this task. I don’t think any other teachers teach how to write a research paper. The other reason is that this is the only thing that I can deal with right now. I am less experienced to teach composition, but have some experience of technical writings.

Online Teaching for Class 1836 (Composition) on May 19, 2020

Date: May 19th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 57 slides

Numbers of Students: 28

26 students participated for whole 90 minutes.

2 students were recorded for their short attendances: 84 and 11 minutes

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 27.

– 5 Quiz were given to the students during the class. Answers to the 5-quiz were sent to me right after the class. Quiz to be posted on BBS was not given today. 27 students sent the answers to me.

Teaching:

1. Review for the 5-q quiz of the last class.

Five questions and their answers were explained because many students answered incorrectly for that quiz. 1) the intransitive verb “-naru” uses not the particle “-o” but “-ni”. 2) In “wa-ga construction”, a thing with the particle “-wa” is containing, while a thing with the particle “-ga” is contained. 3) A sentence with “-ga” and “-ni” for an intransitive verb “kuwawaru”. Many students chose the particles “-o” instead of “-ni” because they thought the verb “kuwawaru” was a transitive verb. 4) Issue on the difference between “-made” and “-demo”. “-made” means the end of a period, while “-demo” means that something is still valid. 5) Particle “-de” placed directly after the age functions to indicates he/she did something at the age.

2. Writing a paper about the sightseeing of a particular prefecture of Japan.

Some tasks were given to the students as the homework assignment of this week. They are; corrections of the document style, pasting a figure and a table onto the draft, and start writing about the prefecture and its tourism.

3. Some tips for writing a composition using the textbook.

Homework:

As mentioned in teaching #2, some tasks for writing a paper were assigned as homework.

Issues and Problems:

I prepared and distributed the template to the students so that the document style could be unified. However, so some of them don’t understand why the designated template is used to write a paper and have already started writing onto a document of their own styles.

Online Teaching for Class 1837 (Composition) on May 15, 2020

Date: May 15th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 61 slides

Numbers of Students: 25 out of 28

90 minutes attendance: 21 students

Shorter attendances: 33, 14, 11, and 3 minutes.

completely absent: 3 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 26. One student sent the message of his?her attendance, but the system recorded that student as “Completely Absent”.

Quiz was done in other way. So far I have asked the students to input their quiz answer onto BBS. This gives me a quick response, but has a deficit that most of the students are just looking at other students’ answer at the top and inputting the same answer. In order to reduce chances to refer to other students’ answers, I made them answer on a sheet of paper during the class and made them send the answers immediately after the class.

Teaching:

– Basically the teaching was the same as another composition class on Tuesday for the class 1836. Several slides were added to help the student understand better.

– Review and explanations for two questions of 5-question quiz in the last class (it was the same as on Tuesday).

-1: Particle “-o” should not be used for the intransitive verb “Naru” .

-2: There is a difference between “V-te ita” and “V-te kita” in terms of tense-aspect.

– Writing a paper

The student were asked to start a new task to write with good formatting as a document. The topic was sightseeing of a particular prefecture in Japan. Students were asked to write a paper with internet research and to make a suggestion for the better sightseeing services of the prefecture. Each student chose his/her prefecture in the class.

– Learning using the textbook.

Explanations and exercises as to how to use particle “-ni” and other issues like the difference between “-made” and “-demo”.

Homework:

– The students were asked modifying the template for the paper by filling the chapter titles of our task.

Issues and Problems:

During the class, approximately the half of the students chose a prefecture that they wanted to write about. But 10 students were remaining undecided. Actually this class 1837 has got a big problem with part of students. Their attendance is bad, and they are reluctant to hard studying. In order to make those students choose their prefecture to write about, I had to send messages.  Some have replied t me, some not.

Online Teaching for Class 1836 (Composition) on May 12, 2020

Date: May 12th on Tuesday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 59 slides

Numbers of Students: 28

22 students participated for whole 90 minutes.

5 students were recorded for their short attendances: 83, 86, 42, 33, and 20 minutes

1 student was completely absent today

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 27. ( One sent a message to tell me his absence beforehand)

– 5 Quiz were given to the students during the class. Answers to the 5-quiz were sent to me right after the class. Quiz to be posted on BBS was not given today. 24 students sent the answers to me.

Teaching:

– Review and explanations for two questions of 5-question quiz in the last class.

-1: Particle “-o” should not be used for the intransitive verb “Naru”.

1st question of 5-q quiz was given for this issue. Still one student thought it was okay to use “-o” for the sentence of intransitive verb ” Naru”.

-2: There is a difference between “V-te ita” and “V-te kita” in terms of tense-aspect.

– A new task for the last half of the second semester

The student were asked to start a task to write with good formatting as a document. The topic was sightseeing of a particular prefecture in Japan. Students were asked to write a paper with internet research and to make a suggestion for the better sightseeing services of the prefecture. Each student chose his/her prefecture in the class.

– Learning using the textbook.

2nd question of 5-q quiz: Choosing the right combinations of particles. Over-generalization of “Wa-ga construction” is one issue. But there is another issue that even in the case that “Wa-ga construction” can be used, many students make error for uses of particles “wa” and “ga”. 10 students made this type of error.

< For time limitation, the rest of the teaching was suspended to be recorded here>

Homework:

– The students were asked modifying the template for the paper by filling the chapter titles of our task

Issues and Problems:

< No time to write now>

Online Teaching for Class 1836 (Composition) on May 9, 2020

Date: May 9th on Saturday, 2020 from 15:30 to 17:00 (16:30 – 18:00 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 80 slides

Numbers of Students: 28

25 students participated for whole 90 minutes.

3 students were recorded for their short attendances: 57, 44, 32 minutes

Responses to my requests like Quiz answers onto BBS:

– Attendance check by reporting his/her-selves: 28.

– 1st Quiz: 26 students responded. This was to correct the erroneous sentence with over-generalization of “Wa-ga construction”.

– In the rest of the class, the students were given 5-question quiz. A student answered a question by taking a memo, and sent five answers right after the class. This also worked as an attendance check at the end of the class.

Teaching:

– Feedback about the students’ compositions about a health care worker from abroad.

– Review and summary of the first half of this semester.

Homework:

– Homework assignment was suspended. Although the second drafting for the essay about a health care worker must be assigned, I haven’t yet evaluated their first draft.

Issues and Problems:

The result of the quiz showed that some students didn’t understand the difference between “-teiru” and “-tekuru”. For other issues, however, I have no time to write them right now.

Online Teaching for Class 1837 (Composition) on May 8, 2020

Date: May 8th on Friday, 2020 from 8:00 to 9:30 (9:00 – 10:30 in JST)

Course: Japanese Basic Composition 2

Used app: Streaming on DingTalk, Presentation by Powerpoint with 79 slides

Numbers of Students: 24 out of 28

90 minutes attendance: 14 students

Shorter attendances: 87, 86, 84, 69, 58, 51, 14, 5, 4, and 3 minutes.

completely absent: 4 students

Responses to my requests like Quiz answers onto BBS:

Attendance check: 24. But, of these, one student was recorded as “Completely Absent” on the system. One student came late.

Quiz 1 : 23 students responded. The question was to find an error on use of particle. Not “-ga” but “-o” must be used for the object of an intransitive verb.

Only the quiz No.1 was done using BBS during the class. Instead, five questions were given to the students. And they were asked to send five answers immediately after the class.

Teaching:

– Feedback about the homework assignment which was to write an essay about an episode of a health care worker from abroad.

– Review of the first half of this semester. Five questions were given to the students in order to check their understanding for the issues that were already explained in the classes so far.

Homework:

– HW is suspended until I evaluate and send back the first drafts that were expressions about reading health care workers from abroad.

Issues and Problems:

<No time to write them right now>